Abstract:
Since the attainment of independence from their colonial masters in 1957
and 1960, the Ghanaian and Nigerian education systems have undergone several
reforms to conform to the times. Incidentally, all the reforms seem to drive the values
of education towards Western philosophies. Indigenous knowledge systems, content
and African forms of delivery have eluded the two countries’ educational systems. To
bring back authentic African content into development education, this paper advo cates for the incorporation of local content and delivery styles to ensure learners carry
the ‘knowledge of their fathers’ into the future and immortalise such knowledge for
posterity. In pushing this agenda, we did a content analysis of the various educational
reforms in Ghana and Nigeria. Based on what exists in the literature, we theorized
that in respect of SDG 4 and the bid to sustain education as a contribution to devel opment education, glocalisation should be the prime focus. Consequently, we noted
that policy directives, decolonization of the various curricula used in education and
the implementation of the recommendations from earlier studies and declarations
are imperatives to this call.
